本研究主旨為探究國中青少年知覺導師管教行為與其在校偏差行為之關聯。本研究以台灣五個直轄市之國中八、九年級學生為研究對象，有效問卷429份，測量工具為「導師行為量表」和「在校行為量表」。本研究主要發現，首先，在現況方面，國中青少年知覺導師管教行為，程度高低依序為「支持協商層面」、「強迫控制層面」、「放任妥協層面」。同時，國中青少年在校偏差行為的發生頻率的確存在顯著的領域差異，發生頻率依序為「學習友誼領域」、「健康安全領域」、「道德規範領域」的在校偏差行為。其次；國中青少年知覺導師管教行為「支持協商層面」與三個領域之在校偏差行為呈現顯著負相關；國中青少年知覺導師管教行為「放任妥協層面」、「強迫控制層面」與三個領域之在校偏差行為呈現顯著正相關。最後，國中青少年知覺導師管教行為「支持協商層面」對三個領域在校偏差行為發生頻率之解釋力達顯著水準。

This study focused on the relationships between adolescents’ perceptions of teachers’ discipline behaviors and their deviant behaviors in school. The Subjects of the present study were 429 students of 8-9 grades chosen from 5 municipalities in Taiwan. Measures were “Scale of teacher’s behavior” and “Scale of student behavior in school”. The results showed, first of all, adolescents perceived certain level of teachers’ “supporting and negotiating” style of discipline behaviors. Secondly, the discrepancy of domains played a role on the occurring frequency at which they deviated from norm in school, including deviant behaviors in school among “the domain of learning and friendship”, “the domain of health and security” and “the domain of moral and convention” in frequency sequence. Moreover, adolescents perceived teachers’ “supporting and negotiating” style of discipline behaviors had significantly negative correlations with deviant behaviors in school for all 3 different domains, while adolescents perceived teachers’ “abdicating and compromising” and “enforcing and controlling” styles of discipline behaviors had significantly positive correlations with deviant behaviors in school for all 3 different domains. At last, adolescents perceived more teachers’ “supporting and negotiating” style of discipline behaviors, they performed less deviant behaviors in school for all 3 different domains.